Chinomso I Ogbuokiri, Alpa Morawala, Bijendra Patel. Barts Cancer Institute
Aims: With current time pressures on laparoscopic training, it is vital that new educational strategies be employed to optimally utilize the period available for skill acquisition. Review of task performance videos (with a tutor’s voiced-over oral feedback) aids the short-term laparoscopic training of experienced learners. We examined the long-term effects of using this strategy, versus regular practice, on laparoscopic suturing skills in novices.
Methods: After 4 practice sessions, 14 novices (7 per group) were randomized post recording of task video (to eliminate bias) to engage in either twice-weekly regular practice (group A) or review of their fourth trial video [with voiced-over oral feedback] (group B). Only subjects in group B received their task videos. Remote monitoring of sessions was via YouTube™ analytics.
Results: Averages over 4 trials, of performance time and errors, were obtained after 4 to 6 weeks. Errors were assessed with Group C completed the task faster but not significantly so (p values B Vs A =0.9555). There were significantly less errors in group A compared to group B (p= 0.0481). In addition, less errors were noted in those subjects in group B who reviewed their combined visual and oral feedback video just before or on the day of assessment (Just prior to assessment: OSATS scores >18 out of 20; OSATS scores <18 out of 20)
Conclusion (50 words max):
In comparison to regular, review of performance videos (with voiced-over oral feedback) produces significantly better technical ability with comparable performance time. It maximizes skill retention in novices (in the long term) learning core laparoscopic procedures and is may be suitable for mastery of more advanced procedures by experienced trainees.
Key Statement (50 words max):
This strategy produces safer surgeons at little or no cost. Performance videos, incorporating voiced-over oral feedback, can be created using smart phones (simulated sessions) and laparoscopic recorders, with audio input provided form wireless head-mounted microphones on the tutor.
Presented at the SAGES 2017 Annual Meeting in Houston, TX.
Abstract ID: 80830
Program Number: P292
Presentation Session: Poster (Non CME)
Presentation Type: Poster